Here are 5 points for each:
History:
1. Explore migration trends over different time periods
2. Analyze patterns and reasons for historical migrations
3. Examine internal and external migrations within nations
4. Consider how migration affected populations over time
5. Research how migrated groups were treated historically
Geography:
1. Study patterns and types of migration globally
2. Analyze reasons and factors influencing migration routes
3. Examine impacts of migration on populations and livelihoods
4. Consider how terrain and environment affect migration
5. Map and visualize migration trends over time and space
Economics:
1. Analyze how migration impacts supply and demand of labor
2. Ex
The Knowledge and Experience of Self-Referral Consciousness and the
Fulfillment of
Interdisciplinary Study
Samuel Y. Boothby
Maharishi University of Management
Fairfield, Iowa
CHS281Recap and assignment guidanceThis module addressedVinaOconner450
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...
The Knowledge and Experience of Self-Referral Consciousness and the
Fulfillment of
Interdisciplinary Study
Samuel Y. Boothby
Maharishi University of Management
Fairfield, Iowa
CHS281Recap and assignment guidanceThis module addressedVinaOconner450
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...
The study analyses the extent to which the sociological message transmitted by the Official Pedagogic Discourse of the curriculum for Portuguese middle school contains the ideological and pedagogical principles of its authors. The research is epistemologically and sociologically grounded, placing particular emphasis on Bernstein theory of pedagogic discourse.
The ideological principles underlie broad educational aims and the pedagogical principles underlie characteristics of the pedagogic practice. Data was obtained through a semi structured interview with the authors and documental analysis of their publications.
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
This presentation highlights relevant information from Chapter 2 of Curriculum Foundations, Principles, and Issues. Philosophical models of education are presented and analyzed.
MAE522 Module 4: The Curriculum Development Processeckchela
This is a Trident University course (MAE522), Module 4: The Curriculum Development Process. It is written in APA format, has been graded by Dr. Louise M. Williamson (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
The study analyses the extent to which the sociological message transmitted by the Official Pedagogic Discourse of the curriculum for Portuguese middle school contains the ideological and pedagogical principles of its authors. The research is epistemologically and sociologically grounded, placing particular emphasis on Bernstein theory of pedagogic discourse.
The ideological principles underlie broad educational aims and the pedagogical principles underlie characteristics of the pedagogic practice. Data was obtained through a semi structured interview with the authors and documental analysis of their publications.
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
This presentation highlights relevant information from Chapter 2 of Curriculum Foundations, Principles, and Issues. Philosophical models of education are presented and analyzed.
MAE522 Module 4: The Curriculum Development Processeckchela
This is a Trident University course (MAE522), Module 4: The Curriculum Development Process. It is written in APA format, has been graded by Dr. Louise M. Williamson (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2. SUB TOPIC:- INTERDISCIPLINARY SUBJECTS
MEANING & GENERIC CHARACTERICS.
3. Pupil -teachers will able to understand:-
1) Interdisciplinary subjects, meaning and
concept.
2) Generic characteristics of interdisciplinary
subject.
4. Interdisciplinary refers to the general
phenomenon of combining or integrating
disciplinary perspectives.
According to HEIDI HAYES JACOBS:
“A knowledge view & curriculum approach that
consciously applies methodology & language
from more than one discipline to examine a
central theme, topic, issue, problem or work.”
5. in ter dis ci pli nar y (in’t r dis’ pl ner’e),
adj.
1. combining or involving two or more
academic disciplines or fields of study: The
economics and history departments are
offering an interdisciplinary seminar on Asia.
2. combining or involving two or more
professions, technologies, departments or
the like, as in business or industry.
6. interdisciplinary subjects draws on multiple
disciplinary perspectives rather than only one
discipline.
The aim of pursuing interdisciplinary study is
to obtain interdisciplinary study draws on
disciplinary perspectives rather than the
disciplines themselves.
Scholar Joe Moran (2002) has defined the
term discipline succinctly as follows :
“It refers to a particular branch of learning or
body of knowledge”
7. Julie Thompson Klein and William H. Newell’s
1997 definition remains the most authoritative
and widely used:
Interdisciplinary subject may be defined as a
process of answering a question, solving a
problem, or addressing a topic too broad or
complex to be dealt with adequately by a single
discipline or profession … Ideas draws on
disciplinary perspectives and integrates their
insights through construction of a more
comprehensive perspective. In this matter,
interdisciplinary study is not a simple
supplement but is complementary to and
corrective of the discipline
8. Roberta Frank(1988,cited in klein1966,p.8)
Places the origin of term interdisciplinary
with social science research council.
Moti Nissani then use it as a approach in
discipline.
9. Once students know that the concept of
interdisciplinary is inextricably linked to the
concept of disciplinarily, then they can realize
sooner how important it is to learn more
about how those links developed historically,
i.e., how the formation of disciplines led to
the emergence of interdisciplinary studies
within academia.
10. Connecting knowledge to life outside the school,
Ensuring that learning is shifted away from rote
methods,
Enriching the curriculum to provide for overall
development of children rather than remain
textbook centric,
Making examinations more flexible and
integrated into classroom life and,
Nurturing an over-riding identity informed by
caring concerns within the democratic polity of
the country.
11.
12.
13. Julie Thompson Klein’s (1990) definition is more
comprehensive and is often cited in the literature on
interdisciplinary:
The term discipline signifies the tools, methods, procedures,
example, concepts, and theories that account coherently
for a set of objects or subjects. Over time they are shaped
and reshaped by external contingencies and internal
intellectual demands. In this manner a discipline comes to
organize and concentrate experience into a particular
“worldview.” Taken together, related claims within a
specific material field put limits on the kinds of questions
practitioners ask about their material, the methods, and
concepts they use, the answers they believe, and their
criteria for truth and validity. There is, in short, a certain
particularity about the images of reality in a given
discipline.
14. As an idea or concept, interdisciplinary learning is historically
linked to discipline.
According to scholar Louis Menand (2001): “interdisciplinarity is
not only completely consistent with disciplinarity—the concept
that each academic field has its own distinctive program of
inquiry—it actually depends on the concept” .
Leading theorist of interdisciplinarity William H. Newell (1998) is
in accordance when he writes,
“understanding the role of disciplines in interdisciplinary studies
should be central to a full understanding of interdisciplinarity”
(p. 541). Once students know that the concept of
interdisciplinarity is inextricably linked to the concept of
disciplinarity, then they can realize sooner how important it is to
learn more about how those links developed historically, i.e.,
how the formation of disciplines led to the emergence of
interdisciplinary studies within academia.
15.
16. Issue being investigated MIGRATION LEVEL
SECONDARY LEVEL
(CLASS 9TH OR 10TH)
Different subject
HISTORY GEOGRAPHY ECONOMICS
Students explore the
trends of migration in
different eras.
Pattern & reasons and
types of migration.
Migration within nation
& outside the nation.
Student will study
migration has affected
livelihood, population &
the impact of it.
SCIENCE LITERTAURE POLITICAL SCIENCE
Learn about migration
of animals they reflect
any simalarites &
difference
How migration have
influence the language.
Research like how
migrated treated in new
nation?
17. Julie Thompson Klein and William H. Newell’s
1997 definition remains the most authoritative
and widely used:
Interdisciplinary subject may be defined as a
process of answering a question, solving a
problem, or addressing a topic too broad or
complex to be dealt with adequately by a single
discipline or profession … Ideas draws on
disciplinary perspectives and integrates their
insights through construction of a more
comprehensive perspective. In this matter,
interdisciplinary study is not a simple
supplement but is complementary to and
corrective of the discipline
18. The Integrationist approach:-
which considers a process by which ideas
information, methods & tools from two or
more disciplines are connected, synthesized
or blended.
The generalist approach :-
Where there is a dialogue or interaction
between two or more discipline but not
blended into one another.
19. A/C TO ALLEN RAPKO
The following COGNITIVE ABILITES developed
when we study interdisciplinary subject
Perspective taking
Development of structural knowledge
Insight development
Problem solving
20. Able to occupy & understanding different
disciplinary perspectives
Produces greater understanding of subject
In-depth knowledge & insight of different
discipline.
Multiple ways of knowing
Problem solving
Critical analysis.
21. Involves a process for addressing questions or
solving complex problems.
Draws on multiple disciplinary perspectives.
Works toward the integration of multiple disciplinary
insights through the construction of a more
comprehensive perspective.
Goal is to construct a more comprehensive
perspective in answering questions or addressing
complex problems by producing a greater
understanding, advancing existing knowledge, or
creating a new product that could not have been
created by drawing from a single discipline.
Results in correcting, complementing, and
supplementing the limits of disciplinary approaches
